http://en.wikipedia.org/wiki/Mary_Rowlandson
Mary (White) Rowlandson (c. 1637 – January 1711) was a colonial American woman who was
captured by Native Americans
[1][2]
during King Philip's War and held for 11 weeks before being
ransomed. Years after her release, she wrote a book about her experience, The Sovereignty and
Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson,
which is considered a seminal American work in the literary genre of captivity narratives. It went
through four printings in a short amount of time and garnered widespread readership, making it
in effect the first American "bestseller."
After her return, Rowlandson wrote a narrative of her captivity recounting the stages of her
odyssey in twenty distinct "Removes" or journeys. During the attack on Lancaster, she witnessed
the murder of friends and family, some stripped naked and disemboweled. Upon her capture, she
travelled with her youngest child Sarah, suffering starvation and depression en route to an Indian
village. Sarah, aged 6 years and 5 months, died shortly after arriving in the village. Mary and her
other surviving child were kept separately and sold as property, until she was finally reunited
with her husband. During her captivity, Rowlandson sought her guidance from the Bible; the text
of her narrative is replete with verses and references describing conditions similar to her own.
Rowlandson's book became one of the era's best-sellers, going through four editions in one year.
The tensions between colonists and Native Americans, particularly in the aftermath of King
Philip's War, were a source of anxiety in the colonies. While fearing losing connection to their
own society, colonists were intensely curious about the experience of one who had been "over
the line", as a captive of American Indians, and returned to colonial society. Many literate
English people were familiar with the captivity narratives written by British sailors and
passengers during the 17th century, who were often taken captive at sea off North Africa and
sometimes sold into slavery in the Middle East.
[7]
The narratives were often expressed as
spiritual journeys and redemptions.
Rowlandson's book earned the colonist an important place in the history of American literature.
A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson is a frequently cited
example of a captivity narrative.
From A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson
On the tenth of February 1675, came the Indians with great numbers upon Lancaster: their first
coming was about sunrising; hearing the noise of some guns, we looked out; several houses
were burning, and the smoke ascending to heaven. There were five persons taken in one house;
the father, and the mother and a sucking child, they knocked on the head; the other two they took
and carried away alive. There were two others, w ...
On the tenth of February 1675, Came the Indians with great .docxMARRY7
On the tenth of February 1675, Came the
Indians with great numbers upon Lancaster:
Their fi rst coming was about Sun-rising; hear-
ing the noise of some Guns, we looked out;
several Houses were burning, and the Smoke
ascending to Heaven. . . .
At length they came and beset our own
house, and quickly it was the dolefullest day
that ever mine eyes saw. The House stood upon
the edge of a hill; some of the Indians got be-
hind the hill, others into the Barn, and others
behind any thing that could shelter them; from
all which places they shot against the House,
so that the Bullets seemed to fl y like hail; and
quickly they wounded one man among us,
then another, and then a third, About two
hours (according to my observation, in that
amazing time) they had been about the house
before they prevailed to fi re it (which they did
with Flax and Hemp, which they brought out
of the Barn, and there being no defence about
the House, only two Flankers at two opposite
corners and one of them not fi nished) they fi red
it once and one ventured out and quenched it,
but they quickly fi red it again, and that took.
Now is the dreadfull hour come, that I have
often heard of (in time of War, as it was the
case of others) but now mine eyes see it. Some
in our house were fi ghting for their lives,
others wallowing in their blood, the House on
fi re over our heads, and the bloody Heathen
ready to knock us on the head, if we stirred
out. Now might we hear Mothers and Chil-
dren crying out for themselves, and one an-
other, Lord, What shall we do? Then I took
my Children (and one of my sisters, hers) to
go forth and leave the house: but as soon as
we came to the dore and appeared, the Indians
shot so thick that the bulletts rattled against
the House, as if one had taken an handfull of
stones and threw them, so that we were fain
to give back. We had six stout Dogs belong-
ing to our Garrison, but none of them would
stir, though another time, if any Indian had
come to the door, they were ready to fl y upon
him and tear him down. The Lord hereby
would make us the more to acknowledge his
hand, and to see that our help is always in
him. But out we must go, the fi re increasing,
and coming along behind us, roaring, and
the Indians gaping before us with their Guns,
Spears and Hatchets to devour us. No sooner
were we out of the House, but my Brother in
Law (being before wounded, in defending the
house, in or near the throat) fell down dead,
wherat the Indians scornfully shouted, and
hallowed, and were presently upon him, strip-
ping off his cloaths, the bulletts fl ying thick,
one went through my side, and the same (as
would seem) through the bowels and hand of
my dear Child in my arms. One of my elder
Sisters Children, named William, had then his
Leg broken, which the Indians perceiving, they
knockt him on head. Thus were we butchered
by those merciless Heathen, standing amazed,
with the blood running down to our h ...
The idea of Doomsday with its first century End Time ideas has never been adequately explained. Yet 'The End is Nigh' philosophy still hangs around in the twenty-first century with robust tenacity. After 2000 years of looking away from the first century Futurism is the preferred explanation. What did we miss? Whatever it is it must be subtle and very different from present explanations that turn their backs to the first century and toward our own.
But hey, wait a minute! What did Jesus say again? "Truly I say unto you, this generation shall not pass away until all these things come to pass." Mtt 24:34. What if....???
What if He really meant what He said? What if He was talking to His contemporary generation and not us? What if WE are looking the wrong way when we skip the first century and face our third millennium future? What if He was right and WE are wrong? What if it is a matter of a modern mind misunderstanding an ancient book? What if we are just repeating an unfruitful formula of Futurism by ignoring Jesus? And what are the fruits of Futurism? What does a thousand-year historical review of Futurism demonstrate?
William Bradford, from History of Plimouth POllieShoresna
William Bradford, from
History of Plimouth Plantation (written between 1630-51)
AFTER they had lived in this city [Leyden, in the Netherlands] about some 11 or 12 years… and sundry of them were taken away by death, and many others began to be well stricken in years…. those prudent governors with sundry of the sagest members began both deeply to apprehend their present dangers, and wisely to foresee the future, and think of timely remedy. In the agitation of their thoughts, and much discourse of things hear about, at length they began to incline to this conclusion, of removal to some other place. Not out of any newfangledness, or other such like giddy humor, by which men are oftentimes transported to their great hurt and danger, but for sundry weighty and solid reasons….
Of all sorrows most heavy to be borne, was that many of their children, by these occasions, and the great licentiousness of youth in that country, and the manifold temptations of the
place, were drawn away by evil examples to extravagant and dangerous courses, getting the reigns off their necks, and departing from their parents. Some became soldiers, others took upon them far voyages by sea, and other some worse courses, tending to dissoluteness and the danger of their souls, to the great grief of their parents and dishonor of God. So that they saw their posterity would be in danger to degenerate and be corrupted.
Lastly, (and which was not least), a great hope and inward zeal they had of laying some good foundation, or at least to make some way thereunto, for the propagating and advancing the gospel of the kingdom of Christ in those remote parts of the world; yea, though they should be but even as stepping-stones unto others for the performing of so great a work. These, and some other like reasons, moved them to undertake this
resolution of their removal….
The place they had thoughts on was some of those vast and unpeopled countries of America, which are fruitful and fit for habitation, being devoid of all civil inhabitants, whether are only salvage and brutish men, which range up and down, little otherwise then the wild beasts of the same….
It was answered, that all great and honorable actions are accompanied with great difficulties, and must be both enterprised and overcome with answerable courages. It was granted the dangers were great, but not desperate; the difficulties were many, but not invincible. For though there were many of them likely, yet they were not certain; it might be sundry of the things feared might never befall; others by provident care and the use of good
means, might in a great measure be prevented; and all of them, through the help of God, by fortitude and patience, might either be borne, or overcome… there ends were good and honorable; their calling lawful, and urgent; and therefore they might expect the blessing of God in their proceeding....
Being thus passed the vast ocean, and a sea of troubles before ...
1) John Rolfe visits his friend Ralph at his home in Virginia and encourages him to find a wife from among the recent arrivals of young women from England, arguing that marriage will help populate the colony and bind settlers to the new land.
2) Ralph is skeptical of marriage but agrees to consider Rolfe's advice. After Rolfe departs, Ralph realizes how lonely and disordered his home has become, leaving him open to Rolfe's persuasion to find a wife.
Daniel defoe 'A Journal of the Plague Year' 1722Wenlie Jean
Daniel Defoe published A Journal of the Plague Year in 1722, 57 years after the Great Plague of London in 1665. The novel provides rich historical details of the outbreak through the eyes of its narrator. It describes the initial denial and confusion, the rising death toll, the extreme suffering of victims and controversial containment policies. Defoe estimates over 100,000 deaths, disputing the official tally, with up to 8,000 dying in a single week at the peak of the outbreak. The book serves as both a factual account and cautionary tale.
Robin Hood met a very tall stranger on a narrow bridge over a river. They argued about who should cross first, which led to an angry exchange. Robin threatened to shoot the stranger with his bow and arrow, but the stranger said that would be cowardly. They agreed to fight with sticks on the bridge instead, with whoever fell in the river losing. Their fierce battle on the unstable bridge involved heavy blows as they struggled to keep their balance. The fight showed that the stranger was even taller and stronger than Robin Hood.
On the tenth of February 1675, Came the Indians with great .docxMARRY7
On the tenth of February 1675, Came the
Indians with great numbers upon Lancaster:
Their fi rst coming was about Sun-rising; hear-
ing the noise of some Guns, we looked out;
several Houses were burning, and the Smoke
ascending to Heaven. . . .
At length they came and beset our own
house, and quickly it was the dolefullest day
that ever mine eyes saw. The House stood upon
the edge of a hill; some of the Indians got be-
hind the hill, others into the Barn, and others
behind any thing that could shelter them; from
all which places they shot against the House,
so that the Bullets seemed to fl y like hail; and
quickly they wounded one man among us,
then another, and then a third, About two
hours (according to my observation, in that
amazing time) they had been about the house
before they prevailed to fi re it (which they did
with Flax and Hemp, which they brought out
of the Barn, and there being no defence about
the House, only two Flankers at two opposite
corners and one of them not fi nished) they fi red
it once and one ventured out and quenched it,
but they quickly fi red it again, and that took.
Now is the dreadfull hour come, that I have
often heard of (in time of War, as it was the
case of others) but now mine eyes see it. Some
in our house were fi ghting for their lives,
others wallowing in their blood, the House on
fi re over our heads, and the bloody Heathen
ready to knock us on the head, if we stirred
out. Now might we hear Mothers and Chil-
dren crying out for themselves, and one an-
other, Lord, What shall we do? Then I took
my Children (and one of my sisters, hers) to
go forth and leave the house: but as soon as
we came to the dore and appeared, the Indians
shot so thick that the bulletts rattled against
the House, as if one had taken an handfull of
stones and threw them, so that we were fain
to give back. We had six stout Dogs belong-
ing to our Garrison, but none of them would
stir, though another time, if any Indian had
come to the door, they were ready to fl y upon
him and tear him down. The Lord hereby
would make us the more to acknowledge his
hand, and to see that our help is always in
him. But out we must go, the fi re increasing,
and coming along behind us, roaring, and
the Indians gaping before us with their Guns,
Spears and Hatchets to devour us. No sooner
were we out of the House, but my Brother in
Law (being before wounded, in defending the
house, in or near the throat) fell down dead,
wherat the Indians scornfully shouted, and
hallowed, and were presently upon him, strip-
ping off his cloaths, the bulletts fl ying thick,
one went through my side, and the same (as
would seem) through the bowels and hand of
my dear Child in my arms. One of my elder
Sisters Children, named William, had then his
Leg broken, which the Indians perceiving, they
knockt him on head. Thus were we butchered
by those merciless Heathen, standing amazed,
with the blood running down to our h ...
The idea of Doomsday with its first century End Time ideas has never been adequately explained. Yet 'The End is Nigh' philosophy still hangs around in the twenty-first century with robust tenacity. After 2000 years of looking away from the first century Futurism is the preferred explanation. What did we miss? Whatever it is it must be subtle and very different from present explanations that turn their backs to the first century and toward our own.
But hey, wait a minute! What did Jesus say again? "Truly I say unto you, this generation shall not pass away until all these things come to pass." Mtt 24:34. What if....???
What if He really meant what He said? What if He was talking to His contemporary generation and not us? What if WE are looking the wrong way when we skip the first century and face our third millennium future? What if He was right and WE are wrong? What if it is a matter of a modern mind misunderstanding an ancient book? What if we are just repeating an unfruitful formula of Futurism by ignoring Jesus? And what are the fruits of Futurism? What does a thousand-year historical review of Futurism demonstrate?
William Bradford, from History of Plimouth POllieShoresna
William Bradford, from
History of Plimouth Plantation (written between 1630-51)
AFTER they had lived in this city [Leyden, in the Netherlands] about some 11 or 12 years… and sundry of them were taken away by death, and many others began to be well stricken in years…. those prudent governors with sundry of the sagest members began both deeply to apprehend their present dangers, and wisely to foresee the future, and think of timely remedy. In the agitation of their thoughts, and much discourse of things hear about, at length they began to incline to this conclusion, of removal to some other place. Not out of any newfangledness, or other such like giddy humor, by which men are oftentimes transported to their great hurt and danger, but for sundry weighty and solid reasons….
Of all sorrows most heavy to be borne, was that many of their children, by these occasions, and the great licentiousness of youth in that country, and the manifold temptations of the
place, were drawn away by evil examples to extravagant and dangerous courses, getting the reigns off their necks, and departing from their parents. Some became soldiers, others took upon them far voyages by sea, and other some worse courses, tending to dissoluteness and the danger of their souls, to the great grief of their parents and dishonor of God. So that they saw their posterity would be in danger to degenerate and be corrupted.
Lastly, (and which was not least), a great hope and inward zeal they had of laying some good foundation, or at least to make some way thereunto, for the propagating and advancing the gospel of the kingdom of Christ in those remote parts of the world; yea, though they should be but even as stepping-stones unto others for the performing of so great a work. These, and some other like reasons, moved them to undertake this
resolution of their removal….
The place they had thoughts on was some of those vast and unpeopled countries of America, which are fruitful and fit for habitation, being devoid of all civil inhabitants, whether are only salvage and brutish men, which range up and down, little otherwise then the wild beasts of the same….
It was answered, that all great and honorable actions are accompanied with great difficulties, and must be both enterprised and overcome with answerable courages. It was granted the dangers were great, but not desperate; the difficulties were many, but not invincible. For though there were many of them likely, yet they were not certain; it might be sundry of the things feared might never befall; others by provident care and the use of good
means, might in a great measure be prevented; and all of them, through the help of God, by fortitude and patience, might either be borne, or overcome… there ends were good and honorable; their calling lawful, and urgent; and therefore they might expect the blessing of God in their proceeding....
Being thus passed the vast ocean, and a sea of troubles before ...
1) John Rolfe visits his friend Ralph at his home in Virginia and encourages him to find a wife from among the recent arrivals of young women from England, arguing that marriage will help populate the colony and bind settlers to the new land.
2) Ralph is skeptical of marriage but agrees to consider Rolfe's advice. After Rolfe departs, Ralph realizes how lonely and disordered his home has become, leaving him open to Rolfe's persuasion to find a wife.
Daniel defoe 'A Journal of the Plague Year' 1722Wenlie Jean
Daniel Defoe published A Journal of the Plague Year in 1722, 57 years after the Great Plague of London in 1665. The novel provides rich historical details of the outbreak through the eyes of its narrator. It describes the initial denial and confusion, the rising death toll, the extreme suffering of victims and controversial containment policies. Defoe estimates over 100,000 deaths, disputing the official tally, with up to 8,000 dying in a single week at the peak of the outbreak. The book serves as both a factual account and cautionary tale.
Robin Hood met a very tall stranger on a narrow bridge over a river. They argued about who should cross first, which led to an angry exchange. Robin threatened to shoot the stranger with his bow and arrow, but the stranger said that would be cowardly. They agreed to fight with sticks on the bridge instead, with whoever fell in the river losing. Their fierce battle on the unstable bridge involved heavy blows as they struggled to keep their balance. The fight showed that the stranger was even taller and stronger than Robin Hood.
John See was the 4th great-grandfather of the author. He was killed in the 1763 Muddy Creek Massacre near present-day Lewisburg, West Virginia during Pontiac's Rebellion when Shawnee warriors attacked and killed settlers. John's mother Catherine was taken captive along with other women and children. She demonstrated great courage and strength on the difficult march to Ohio, saving her younger children by knocking a warrior off a horse meant for them to ride. Upon arriving at the Shawnee village, Catherine continued to impress the warriors with her bravery and resilience.
The document discusses how the Gospel writer John uses the Greek word "logos" to describe Jesus. Rather than conforming to Greek philosophical assumptions about logos, John presents Jesus as an alternative logos that confronts those assumptions. It goes on to say that according to John, the logos is not strife but love, not war but friendship. The document then examines how the Word became flesh through Jesus living among and ministering to people.
Hudson Taylor was a British Protestant Christian missionary to China in the 19th century. He founded the China Inland Mission, now known as OMF International, which became a large missionary organization that focused on evangelizing interior regions of China. Some key aspects:
- Taylor was called to be a missionary to China from a young age and prepared extensively through language study, theology study, and living frugally.
- He adopted Chinese dress and customs to better connect with Chinese people and viewed this as important for an indigenous church. This was controversial among other missionaries.
- Taylor started the China Inland Mission in 1865 with the goal of sending missionaries deep into China without salaries and relying on faith for provisions.
John See - Revolutionary War Veteran and PioneerAlan See
John See was captured at age 6 during the Muddy Creek Massacre in 1763. He and his family were taken captive by Shawnee Chief Cornstalk and brought to Old Town, Ohio. After 2.5 years, John was adopted by a Shawnee family and did not want to return to his biological family. However, he was eventually released with other captives due to pressure from the British. John had difficulty readjusting to white society and maintained attachments to his Shawnee family. He later served in the American Revolutionary War and received land in Indiana for his service.
This document provides an excerpt from Charles Dickens' classic novel "A Tale of Two Cities". The summary is:
1) The excerpt sets the historical context of 18th century London and Paris, describing it as a time of both hope and despair.
2) It introduces the story's setting of traveling by mail coach from Dover to London on a rainy night.
3) While stopping to change horses, the mail coach passengers hear a horseman rapidly approaching and calling out for a passenger named Jarvis Lorry, who is revealed to be one of the travelers.
Review + Assess: Luke Havergal, Richard Cory, Richard BoneKeith Chrisman
The document discusses three poems:
1. "Richard Cory" by Edwin Arlington Robinson - The speaker admires a wealthy man in town but is surprised when Richard Cory commits suicide.
2. "Richard Bone" by Edgar Lee Masters - Richard Bone realizes the epitaphs he carves are often untrue portrayals of the deceased.
3. An excerpt from Gerald Durrell's memoir about his fondness for scorpions as a child and his observations of their behaviors and courtship rituals.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
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John See was the 4th great-grandfather of the author. He was killed in the 1763 Muddy Creek Massacre near present-day Lewisburg, West Virginia during Pontiac's Rebellion when Shawnee warriors attacked and killed settlers. John's mother Catherine was taken captive along with other women and children. She demonstrated great courage and strength on the difficult march to Ohio, saving her younger children by knocking a warrior off a horse meant for them to ride. Upon arriving at the Shawnee village, Catherine continued to impress the warriors with her bravery and resilience.
The document discusses how the Gospel writer John uses the Greek word "logos" to describe Jesus. Rather than conforming to Greek philosophical assumptions about logos, John presents Jesus as an alternative logos that confronts those assumptions. It goes on to say that according to John, the logos is not strife but love, not war but friendship. The document then examines how the Word became flesh through Jesus living among and ministering to people.
Hudson Taylor was a British Protestant Christian missionary to China in the 19th century. He founded the China Inland Mission, now known as OMF International, which became a large missionary organization that focused on evangelizing interior regions of China. Some key aspects:
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- He adopted Chinese dress and customs to better connect with Chinese people and viewed this as important for an indigenous church. This was controversial among other missionaries.
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John See was captured at age 6 during the Muddy Creek Massacre in 1763. He and his family were taken captive by Shawnee Chief Cornstalk and brought to Old Town, Ohio. After 2.5 years, John was adopted by a Shawnee family and did not want to return to his biological family. However, he was eventually released with other captives due to pressure from the British. John had difficulty readjusting to white society and maintained attachments to his Shawnee family. He later served in the American Revolutionary War and received land in Indiana for his service.
This document provides an excerpt from Charles Dickens' classic novel "A Tale of Two Cities". The summary is:
1) The excerpt sets the historical context of 18th century London and Paris, describing it as a time of both hope and despair.
2) It introduces the story's setting of traveling by mail coach from Dover to London on a rainy night.
3) While stopping to change horses, the mail coach passengers hear a horseman rapidly approaching and calling out for a passenger named Jarvis Lorry, who is revealed to be one of the travelers.
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The document discusses three poems:
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2. "Richard Bone" by Edgar Lee Masters - Richard Bone realizes the epitaphs he carves are often untrue portrayals of the deceased.
3. An excerpt from Gerald Durrell's memoir about his fondness for scorpions as a child and his observations of their behaviors and courtship rituals.
Similar to httpen.wikipedia.orgwikiMary_Rowlandson Mary (White.docx (8)
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
The document summarizes a Senate report on the government's response to Hurricane Katrina. It finds that while officials were warned of Katrina's potential devastation, they failed to adequately prepare. Evacuation and shelter plans for New Orleans were incomplete. The storm exceeded the response capacity of all levels of government. Leadership failures at the federal, state and local levels compounded the crisis. FEMA and DHS were unprepared for a catastrophe of this scale.
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
httpen.wikipedia.orgwikiMary_Rowlandson Mary (White.docx
1. http://en.wikipedia.org/wiki/Mary_Rowlandson
Mary (White) Rowlandson (c. 1637 – January 1711) was a
colonial American woman who was
captured by Native Americans
[1][2]
during King Philip's War and held for 11 weeks before being
ransomed. Years after her release, she wrote a book about her
experience, The Sovereignty and
Goodness of God: Being a Narrative of the Captivity and
Restoration of Mrs. Mary Rowlandson,
which is considered a seminal American work in the literary
genre of captivity narratives. It went
through four printings in a short amount of time and garnered
widespread readership, making it
in effect the first American "bestseller."
After her return, Rowlandson wrote a narrative of her captivity
recounting the stages of her
odyssey in twenty distinct "Removes" or journeys. During the
attack on Lancaster, she witnessed
the murder of friends and family, some stripped naked and
disemboweled. Upon her capture, she
2. travelled with her youngest child Sarah, suffering starvation and
depression en route to an Indian
village. Sarah, aged 6 years and 5 months, died shortly after
arriving in the village. Mary and her
other surviving child were kept separately and sold as property,
until she was finally reunited
with her husband. During her captivity, Rowlandson sought her
guidance from the Bible; the text
of her narrative is replete with verses and references describing
conditions similar to her own.
Rowlandson's book became one of the era's best-sellers, going
through four editions in one year.
The tensions between colonists and Native Americans,
particularly in the aftermath of King
Philip's War, were a source of anxiety in the colonies. While
fearing losing connection to their
own society, colonists were intensely curious about the
experience of one who had been "over
the line", as a captive of American Indians, and returned to
colonial society. Many literate
English people were familiar with the captivity narratives
written by British sailors and
passengers during the 17th century, who were often taken
captive at sea off North Africa and
3. sometimes sold into slavery in the Middle East.
[7]
The narratives were often expressed as
spiritual journeys and redemptions.
Rowlandson's book earned the colonist an important place in the
history of American literature.
A Narrative of the Captivity and Restoration of Mrs. Mary
Rowlandson is a frequently cited
example of a captivity narrative.
From A Narrative of the Captivity and Restoration of Mrs. Mary
Rowlandson
On the tenth of February 1675, came the Indians with great
numbers upon Lancaster: their first
coming was about sunrising; hearing the noise of some guns, we
looked out; several houses
were burning, and the smoke ascending to heaven. There were
five persons taken in one house;
the father, and the mother and a sucking child, they knocked on
the head; the other two they took
and carried away alive. There were two others, who being out of
their garrison upon some
occasion were set upon; one was knocked on the head, the other
escaped; another there was
who running along was shot and wounded, and fell down; he
begged of them his life, promising
them money (as they told me) but they would not hearken to
4. him but knocked him in head, and
stripped him naked, and split open his bowels. Another, seeing
many of the Indians about his
barn, ventured and went out, but was quickly shot down. There
were three others belonging to
the same garrison who were killed; the Indians getting up upon
the roof of the barn, had
http://en.wikipedia.org/wiki/Mary_Rowlandson
http://en.wikipedia.org/wiki/United_States
http://en.wikipedia.org/wiki/Indigenous_peoples_of_the_Americ
as
http://en.wikipedia.org/wiki/Indigenous_peoples_of_the_Americ
as
http://en.wikipedia.org/wiki/Mary_Rowlandson#cite_note-2
http://en.wikipedia.org/wiki/King_Philip%27s_War
http://en.wikipedia.org/wiki/Literary_genre
http://en.wikipedia.org/wiki/Captivity_narrative
http://en.wikipedia.org/wiki/Mary_Rowlandson#cite_note-9
advantage to shoot down upon them over their fortification.
Thus these murderous wretches went
on, burning, and destroying before them.
At length they came and beset our own house, and quickly it
was the dolefulest day that ever
mine eyes saw. The house stood upon the edge of a hill; some of
the Indians got behind the hill,
others into the barn, and others behind anything that could
shelter them; from all which places
they shot against the house, so that the bullets seemed to fly
like hail; and quickly they wounded
one man among us, then another, and then a third. About two
hours (according to my
observation, in that amazing time) they had been about the
house before they prevailed to fire it
5. (which they did with flax and hemp, which they brought out of
the barn, and there being no
defense about the house, only two flankers at two opposite
corners and one of them not finished);
they fired it once and one ventured out and quenched it, but
they quickly fired it again, and that
took. Now is the dreadful hour come, that I have often heard of
(in time of war, as it was the case
of others), but now mine eyes see it. Some in our house were
fighting for their lives, others
wallowing in their blood, the house on fire over our heads, and
the bloody heathen ready to knock
us on the head, if we stirred out. Now might we hear mothers
and children crying out for
themselves, and one another, "Lord, what shall we do?" Then I
took my children (and one of my
sisters', hers) to go forth and leave the house: but as soon as we
came to the door and appeared,
the Indians shot so thick that the bullets rattled against the
house, as if one had taken an handful
of stones and threw them, so that we were fain to give back. We
had six stout dogs belonging to
our garrison, but none of them would stir, though another time,
if any Indian had come to the
door, they were ready to fly upon him and tear him down. The
Lord hereby would make us the
more acknowledge His hand, and to see that our help is always
in Him. But out we must go, the
fire increasing, and coming along behind us, roaring, and the
Indians gaping before us with their
guns, spears, and hatchets to devour us. No sooner were we out
of the house, but my brother-in-
law (being before wounded, in defending the house, in or near
the throat) fell down dead, whereat
the Indians scornfully shouted, and hallowed, and were
presently upon him, stripping off his
6. clothes, the bullets flying thick, one went through my side, and
the same (as would seem) through
the bowels and hand of my dear child in my arms. One of my
elder sisters' children, named
William, had then his leg broken, which the Indians perceiving,
they knocked him on [his] head.
Thus were we butchered by those merciless heathen, standing
amazed, with the blood running
down to our heels. My eldest sister being yet in the house, and
seeing those woeful sights, the
infidels hauling mothers one way, and children another, and
some wallowing in their blood: and
her elder son telling her that her son William was dead, and
myself was wounded, she said, "And
Lord, let me die with them," which was no sooner said, but she
was struck with a bullet, and fell
down dead over the threshold. I hope she is reaping the fruit of
her good labors, being faithful to
the service of God in her place. In her younger years she lay
under much trouble upon spiritual
accounts, till it pleased God to make that precious scripture take
hold of her heart, "And he said
unto me, my Grace is sufficient for thee" (2 Corinthians 12.9).
More than twenty years after, I
have heard her tell how sweet and comfortable that place was to
her. But to return: the Indians
laid hold of us, pulling me one way, and the children another,
and said, "Come go along with us";
I told them they would kill me: they answered, if I were willing
to go along with them, they would
not hurt me.
Oh the doleful sight that now was to behold at this house!
"Come, behold the works of the Lord,
what desolations he has made in the earth." Of thirty-seven
persons who were in this one house,
none escaped either present death, or a bitter captivity, save
7. only one, who might say as he,
"And I only am escaped alone to tell the News" (Job 1.15).
There were twelve killed, some shot,
some stabbed with their spears, some knocked down with their
hatchets. When we are in
prosperity, Oh the little that we think of such dreadful sights,
and to see our dear friends, and
relations lie bleeding out their heart-blood upon the ground.
There was one who was chopped
into the head with a hatchet, and stripped naked, and yet was
crawling up and down. It is a
solemn sight to see so many Christians lying in their blood,
some here, and some there, like a
company of sheep torn by wolves, all of them stripped naked by
a company of hell-hounds,
roaring, singing, ranting, and insulting, as if they would have
torn our very hearts out; yet the Lord
by His almighty power preserved a number of us from death, for
there were twenty-four of us
taken alive and carried captive.
I had often before this said that if the Indians should come, I
should choose rather to be killed by
them than taken alive, but when it came to the trial my mind
changed; their glittering weapons so
daunted my spirit, that I chose rather to go along with those (as
I may say) ravenous beasts, than
that moment to end my days; and that I may the better declare
what happened to me during that
grievous captivity, I shall particularly speak of the several
removes we had up and down the
wilderness.
The First Remove
8. Now away we must go with those barbarous creatures, with our
bodies wounded and bleeding,
and our hearts no less than our bodies. About a mile we went
that night, up upon a hill within
sight of the town, where they intended to lodge. There was hard
by a vacant house (deserted by
the English before, for fear of the Indians). I asked them
whether I might not lodge in the house
that night, to which they answered, "What, will you love
English men still?" This was the dolefulest
night that ever my eyes saw. Oh the roaring, and singing and
dancing, and yelling of those black
creatures in the night, which made the place a lively
resemblance of hell. And as miserable was
the waste that was there made of horses, cattle, sheep, swine,
calves, lambs, roasting pigs, and
fowl (which they had plundered in the town), some roasting,
some lying and burning, and some
boiling to feed our merciless enemies; who were joyful enough,
though we were disconsolate. To
add to the dolefulness of the former day, and the dismalness of
the present night, my thoughts
ran upon my losses and sad bereaved condition. All was gone,
my husband gone (at least
separated from me, he being in the Bay; and to add to my grief,
the Indians told me they would
kill him as he came homeward), my children gone, my relations
and friends gone, our house and
home and all our comforts--within door and without--all was
gone (except my life), and I knew not
but the next moment that might go too. There remained nothing
to me but one poor wounded
babe, and it seemed at present worse than death that it was in
such a pitiful condition,
bespeaking compassion, and I had no refreshing for it, nor
suitable things to revive it. Little do
9. many think what is the savageness and brutishness of this
barbarous enemy, Ay, even those that
seem to profess more than others among them, when the English
have fallen into their hands.
Those seven that were killed at Lancaster the summer before
upon a Sabbath day, and the one
that was afterward killed upon a weekday, were slain and
mangled in a barbarous manner, by
one-eyed John, and Marlborough's Praying Indians, which Capt.
Mosely brought to Boston, as
the Indians told me.
The Second Remove
But now, the next morning, I must turn my back upon the town,
and travel with them into the vast
and desolate wilderness, I knew not whither. It is not my
tongue, or pen, can express the sorrows
of my heart, and bitterness of my spirit that I had at this
departure: but God was with me in a
wonderful manner, carrying me along, and bearing up my spirit,
that it did not quite fail. One of
the Indians carried my poor wounded babe upon a horse; it went
moaning all along, "I shall die, I
shall die." I went on foot after it, with sorrow that cannot be
expressed. At length I took it off the
horse, and carried it in my arms till my strength failed, and I
fell down with it. Then they set me
upon a horse with my wounded child in my lap, and there being
no furniture upon the horse's
back, as we were going down a steep hill we both fell over the
horse's head, at which they, like
inhumane creatures, laughed, and rejoiced to see it, though I
thought we should there have
ended our days, as overcome with so many difficulties. But the
Lord renewed my strength still,
and carried me along, that I might see more of His power; yea,
10. so much that I could never have
thought of, had I not experienced it.
After this it quickly began to snow, and when night came on,
they stopped, and now down I must
sit in the snow, by a little fire, and a few boughs behind me,
with my sick child in my lap; and
calling much for water, being now (through the wound) fallen
into a violent fever. My own wound
also growing so stiff that I could scarce sit down or rise up; yet
so it must be, that I must sit all this
cold winter night upon the cold snowy ground, with my sick
child in my arms, looking that every
hour would be the last of its life; and having no Christian friend
near me, either to comfort or help
me. Oh, I may see the wonderful power of God, that my Spirit
did not utterly sink under my
affliction: still the Lord upheld me with His gracious and
merciful spirit, and we were both alive to
see the light of the next morning.
The Third Remove
The morning being come, they prepared to go on their way. One
of the Indians got up upon a
horse, and they set me up behind him, with my poor sick babe in
my lap. A very wearisome and
tedious day I had of it; what with my own wound, and my
child's being so exceeding sick, and in a
lamentable condition with her wound. It may be easily judged
what a poor feeble condition we
were in, there being not the least crumb of refreshing that came
within either of our mouths from
Wednesday night to Saturday night, except only a little cold
11. water. This day in the afternoon,
about an hour by sun, we came to the place where they intended,
viz. an Indian town, called
Wenimesset, northward of Quabaug. When we were come, Oh
the number of pagans (now
merciless enemies) that there came about me, that I may say as
David, "I had fainted, unless I
had believed, etc" (Psalm 27.13). The next day was the Sabbath.
I then remembered how
careless I had been of God's holy time; how many Sabbaths I
had lost and misspent, and how
evilly I had walked in God's sight; which lay so close unto my
spirit, that it was easy for me to see
how righteous it was with God to cut off the thread of my life
and cast me out of His presence
forever. Yet the Lord still showed mercy to me, and upheld me;
and as He wounded me with one
hand, so he healed me with the other. This day there came to me
one Robert Pepper (a man
belonging to Roxbury) who was taken in Captain Beers's fight,
and had been now a considerable
time with the Indians; and up with them almost as far as
Albany, to see King Philip, as he told me,
and was now very lately come into these parts. Hearing, I say,
that I was in this Indian town, he
obtained leave to come and see me. He told me he himself was
wounded in the leg at Captain
Beer's fight; and was not able some time to go, but as they
carried him, and as he took oaken
leaves and laid to his wound, and through the blessing of God
he was able to travel again. Then I
took oaken leaves and laid to my side, and with the blessing of
God it cured me also; yet before
the cure was wrought, I may say, as it is in Psalm 38.5-6 "My
wounds stink and are corrupt, I am
troubled, I am bowed down greatly, I go mourning all the day
12. long." I sat much alone with a poor
wounded child in my lap, which moaned night and day, having
nothing to revive the body, or
cheer the spirits of her, but instead of that, sometimes one
Indian would come and tell me one
hour that "your master will knock your child in the head," and
then a second, and then a third,
"your master will quickly knock your child in the head."
This was the comfort I had from them, miserable comforters are
ye all, as he said. Thus nine days
I sat upon my knees, with my babe in my lap, till my flesh was
raw again; my child being even
ready to depart this sorrowful world, they bade me carry it out
to another wigwam (I suppose
because they would not be troubled with such spectacles)
whither I went with a very heavy heart,
and down I sat with the picture of death in my lap. About two
hours in the night, my sweet babe
like a lamb departed this life on Feb. 18, 1675. It being about
six years, and five months old. It
was nine days from the first wounding, in this miserable
condition, without any refreshing of one
nature or other, except a little cold water. I cannot but take
notice how at another time I could not
bear to be in the room where any dead person was, but now the
case is changed; I must and
could lie down by my dead babe, side by side all the night after.
I have thought since of the
wonderful goodness of God to me in preserving me in the use of
my reason and senses in that
distressed time, that I did not use wicked and violent means to
end my own miserable life. In the
morning, when they understood that my child was dead they
sent for me home to my master's
wigwam (by my master in this writing, must be understood
Quinnapin, who was a Sagamore, and
13. married King Philip's wife's sister; not that he first took me, but
I was sold to him by another
Narragansett Indian, who took me when first I came out of the
garrison). I went to take up my
dead child in my arms to carry it with me, but they bid me let it
alone; there was no resisting, but
go I must and leave it. When I had been at my master's wigwam,
I took the first opportunity I
could get to go look after my dead child. When I came I asked
them what they had done with it;
then they told me it was upon the hill. Then they went and
showed me where it was, where I saw
the ground was newly digged, and there they told me they had
buried it. There I left that child in
the wilderness, and must commit it, and myself also in this
wilderness condition, to Him who is
above all. God having taken away this dear child, I went to see
my daughter Mary, who was at
this same Indian town, at a wigwam not very far off, though we
had little liberty or opportunity to
see one another. She was about ten years old, and taken from
the door at first by a Praying Ind.
and afterward sold for a gun. When I came in sight, she would
fall aweeping; at which they were
provoked, and would not let me come near her, but bade me be
gone; which was a heart-cutting
word to me. I had one child dead, another in the wilderness, I
knew not where, the third they
would not let me come near to: "Me (as he said) have ye
bereaved of my Children, Joseph is not,
and Simeon is not, and ye will take Benjamin also, all these
things are against me." I could not sit
still in this condition, but kept walking from one place to
14. another. And as I was going along, my
heart was even overwhelmed with the thoughts of my condition,
and that I should have children,
and a nation which I knew not, ruled over them. Whereupon I
earnestly entreated the Lord, that
He would consider my low estate, and show me a token for
good, and if it were His blessed will,
some sign and hope of some relief. And indeed quickly the Lord
answered, in some measure, my
poor prayers; for as I was going up and down mourning and
lamenting my condition, my son
came to me, and asked me how I did. I had not seen him before,
since the destruction of the
town, and I knew not where he was, till I was informed by
himself, that he was amongst a smaller
parcel of Indians, whose place was about six miles off. With
tears in his eyes, he asked me
whether his sister Sarah was dead; and told me he had seen his
sister Mary; and prayed me, that
I would not be troubled in reference to himself.
SCS 200 Week 2 Short Response Guidelines and Rubric
Overview: The short response activities in the webtext
throughout this course are designed to show your understanding
of key concepts as you engage with
course content.
Prompt: During the second week of the course, you will respond
to several questions in the webtext as you complete each
assigned learning block. At the end of
Week 2, you will review your answers to these questions and
ensure that you have responded to each question. It is important
15. that you answer each question.
Otherwise, the words no response will appear in brackets when
you submit the assignment. The questions and their original
locations in the webtext are listed in
the table below in case you want to refer back to the reading as
you edit, but you can edit your responses to all the questions
directly in Theme: Exploring Social
Science Issues, learning block 2-4 (page 2), before exporting to
Word for submission to your instructor in the learning
environment.
Question 1 Describe one of the beliefs and values of the Navajo
as illustrated in your readings.
Theme: Exploring Social Science
Issues, learning block 2-2 (page 3)
Question 2 Describe one way in which the Navajo have
incorporated their beliefs and values into the societal
structure on the reservation since regaining some autonomy in
the 1970s.
Question 3 What beliefs and values can be found in your
culture? How do these beliefs and values influence your
day-to-day life?
Question 4 Adopt the social science perspective to create a list
of questions about this issue. Write at least two
questions each from the point of view of a psychologist, a
sociologist, and an anthropologist.
Theme: Exploring Social Science
Issues, learning block 2-3 (page 3)
Rubric
Guidelines for Submission: Each short response should be about
16. 2 to 3 sentences in length unless specifically noted otherwise in
the instructions. Follow the
instructions at the bottom of Theme: Exploring Social Science
Issues, learning block 2-4 (page 2), to download your work and
submit it to your instructor as a
single Microsoft Word document uploaded in the learning
environment. Refer to the Submitting Webtext Assignments
Guide for assistance on downloading,
saving, and submitting this assignment.
Critical Elements Proficient (100%) Needs Improvement (85%)
Not Evident (0%) Value
Engagement and Relevance Written responses directly and
comprehensively address short
answer prompts, drawing from
presented course concepts and
terminology
Written responses are topically
related to short answer prompts, but
responses do not consistently draw
from presented course concepts and
terminology
Written responses do not address
topics identified in short answer
prompts
60
Critical Thinking Written responses demonstrate
understanding of course content
through inclusion of original ideas and
examples
17. Written responses demonstrate
understanding of course content
through reiteration of provided
materials but do not consistently
include original ideas and examples
Written responses do not reflect
original ideas and examples
30
http://snhu-
media.snhu.edu/files/course_repository/undergraduate/scs/scs20
0/submitting_webtext_assignments_guide.pdf
Articulation of Response Written responses are captured in
complete sentences without errors
impacting legibility and the clarity of
response
Written responses are captured in
incomplete sentences or include
numerous errors that negatively
impact legibility and the clarity of
response
No written responses are captured in
complete sentences
10
Total 100%
18. Before the Birth of One of Her
Children
All things within this fading world hath end,
Adversity doth still our joys attend;
No ties so strong, no friends so dear and sweet,
But with death's parting blow are sure to meet.
The sentence past is most irrevocable,
A common thing, yet oh, inevitable.
How soon, my Dear, death may my steps attend,
How soon't may be thy lot to lose thy friend,
We both are ignorant, yet love bids me
These farewell lines to recommend to thee,
That when the knot's untied that made us one,
I may seem thine, who in effect am none.
And if I see not half my days that's due,
What nature would, God grant to yours and you;
The many faults that well you know I have
Let be interred in my oblivious grave;
19. If any worth or virtue were in me,
Let that live freshly in thy memory
And when thou feel'st no grief, as I no harmes,
Yet love thy dead, who long lay in thine arms,
And when thy loss shall be repaid with gains
Look to my little babes, my dear remains.
And if thou love thyself, or loved'st me,
These O protect from stepdame's injury.
And if chance to thine eyes shall bring this verse,
With some sad sighs honor my absent hearse;
And kiss this paper for thy dear love's sake,
Who with salt tears this last farewell did take.
To my Dear and
Loving
Husband
If ever two were one, then surely we.
If ever man were lov'd by wife, then thee.
If ever wife was happy in a man,
20. Compare with me, ye women, if you can.
I prize thy love more than whole Mines of gold
Or all the riches that the East doth hold.
My love is such that Rivers cAnneot quench,
Nor ought but love from thee give recompetence.
Thy love is such I can no way repay.
The heavens reward thee manifold, I pray.
Then while we live, in love let's so persever
That when we live no more, we may live ever.
Verses upon the
Burning of our
House
In silent night when rest I took,
For sorrow near I did not look,
I waken'd was with thund'ring noise
21. And piteous shrieks of dreadful voice.
That fearful sound of "fire" and "fire,"
Let no man know is my Desire.
I starting up, the light did spy,
And to my God my heart did cry
To straighten me in my Distress
And not to leave me succourless.
Then coming out, behold a space
The flame consume my dwelling place.
And when I could no longer look,
I blest his grace that gave and took,
That laid my goods now in the dust.
Yea, so it was, and so 'twas just.
It was his own; it was not mine.
Far be it that I should repine,
He might of all justly bereft
But yet sufficient for us left.
When by the Ruins oft I past
22. My sorrowing eyes aside did cast
And here and there the places spy
Where oft I sate and long did lie.
Here stood that Trunk, and there that chest,
There lay that store I counted best,
My pleasant things in ashes lie
And them behold no more shall I.
Under the roof no guest shall sit,
Nor at thy Table eat a bit.
No pleasant talk shall 'ere be told
Nor things recounted done of old.
No Candle 'ere shall shine in Thee,
Nor bridegroom's voice ere heard shall bee.
In silence ever shalt thou lie.
Adieu, Adieu, All's Vanity.
Then straight I 'gin my heart to chide:
And did thy wealth on earth abide,
Didst fix thy hope on mouldring dust,
23. The arm of flesh didst make thy trust?
Raise up thy thoughts above the sky
That dunghill mists away may fly.
Thou hast a house on high erect
Fram'd by that mighty Architect,
With glory richly furnished
Stands permanent, though this be fled.
It's purchased and paid for too
By him who hath enough to do.
A price so vast as is unknown,
Yet by his gift is made thine own.
There's wealth enough; I need no more.
Farewell, my pelf; farewell, my store.
The world no longer let me love;
My hope and Treasure lies above.
The Author to Her Book
24. Thou ill-formed offspring of my feeble brain,
Who after birth didst by my side remain,
Till snatched from thence by friends, less wise than true,
Who thee abroad, exposed to public view,
Made thee in rags, halting to th' press to trudge,
Where errors were not lessened (all may judge).
At thy return my blushing was not small,
My rambling brat (in print) should mother call,
I cast thee by as one unfit for light,
The visage was so irksome in my sight;
Yet being mine own, at length affection would
Thy blemishes amend, if so I could.
I washed thy face, but more defects I saw,
And rubbing off a spot still made a flaw.
I stretched thy joints to make thee even feet,
Yet still thou run'st more hobbling than is meet;
In better dress to trim thee was my mind,
But nought save homespun cloth i' th' house I find.
25. In this array 'mongst vulgars may'st thou roam.
In critic's hands beware thou dost not come,
And take thy way where yet thou art not known;
If for thy father asked, say thou hadst none;
And for thy mother, she alas is poor,
Which caused her thus to send thee out of door.
In Memory of My Dear Grandchild Elizabeth Bradstreet, Who
Deceased
August, 1665, Being a Year and Half Old
Farewell dear babe, my heart's too much content,
Farewell sweet babe, the pleasure of mine eye,
Farewell fair flower that for a space was lent,
Then ta'en away unto eternity.
Blest babe, why should I once bewail thy fate,
26. Or sigh thy days so soon were terminate,
Sith thou art settled in an everlasting state.
By nature trees do rot when they are grown,
And plums and apples thoroughly ripe do fall,
And corn and grass are in their season mown,
And time brings down what is both strong and tall.
But plants new set to be eradicate,
And buds new blown to have so short a date,
Is by His hand alone that guides nature and fate.
http://www.123helpme.com/search.asp?text=grandchild
http://www.123helpme.com/search.asp?text=elizabeth+bradstree
t
William Bradford
from Of Plymouth Plantation, Book II
[The Mayflower Compact 1620]
I SHALL a litle returne backe and begine with a. combination I
made by them before they
27. came ashore, being the first foundation of their govermente in
this place; occasioned partly by
the discontented and mutinous speeches that some of the
strangers amongst them had let fall
from them in the ship-That when they came a shore they would
use their owne libertie; for none
had power to command them, the patente they had being for
Virginia, and not for New-england,
which belonged to an other Goverment, with which the Virginia
Company had nothing to doe.
And partly that shuch an acte by them done (this their condition
considered) might be as firme as
any patent, and in some respects more sure.130.
The forme was as followeth.131.
In the narre of God, Amen. We whose names are under-writen,
the loyall subjects of our dread
soveraigne Lord, King James, by the grace of God, of Great
Britaine, Frane, and Ireland king,
defender of the faith, cte., haveing undertaken, for the glorie of
God, and advancemente of the
Christian faith, and honour of our king and countrie, a voyage
to plant the first colonie in the
28. Northerne parts of Virginia, doe by these presents solemnly and
mutualy in the presente of God,
and one of another, covenant and combine our selves togeather
into a civill body politick, for our
better ordering and preservation and furtherance of the ends
aforesaid; and by vertue hearof to
enacte, constitute, and frame such just and equall lawes,
ordinances, acts, constitutions, and
offices, from time ta time, as shall be thought most meete and
convenient for the generall good of
the Colonie, unto which we promise all due submission and
obediente. In witnes wherof we have
hereunder subscribed our narres at Cap-Codd the 11. of
November, in the year of the raigne of
our soveraigne lord, King James, of England, France, and
Ireland the eighteenth, and of
Scotland the fiftie fourth.132.
An: Dom. 1620.
After this they chose, or rather confirmed,z Mr. John Carver (a
man godly and well approved
amongst them) their Governour for that year. And after they had
provided a place for their goods,
29. or combne store, (which were long in unlading for want of
boats, foulnes of winter weather, and
sicknes of diverce,) and begune some small cottages for their
habitation, as time would admitte,
they mette and consulted of lawes and orders, both for their
civill and military Govermente, as
the necessitie of their condition did require, still adding
therunto as urgent occasion in severall
times, and as cases did require.133.
In these hard and difficulte beginings they found some
discontents and murmurings arise
amongst some, and mutinous speeches and carriags in other; but
they were soone quelled and
overcome by the wisdome, patience, and just and equall carrage
of things by the Govr and better
part, which clave faithfully togeather in the maine.
[Compact with the Indians 1621]
All this while the Indians carne skulking about them, and would
30. sometimes show them selves
aloofe of, but when any aproached near them, they would rune
away. And once they stoale away
their tools wher they had been at worke, and were gone to diner.
But about the 16. of March a
certaine Indian carne bouldly amongst them, and spoke to them
in broken English, which they
could well understand, but marvelled at it. At length they
understood by discourse with him, that
he was not of these parts, but belonged to the eastrene parts,
wher some English-ships carne to
fhish, with whom he was aquainted, and could name sundrie of
them by their names, amongst
whom he had gott his language. He became proftable to them in
aquainting them with many
things concerning the state of the cuntry in the east-parts wher
he lived, which was afterwards
profitable unto them; as also of the people hear, of their names,
number, and strength; of their
situation and distance from this place, and who was cheefe
amongst them. His name was
Samaset;he tould them also of another Indian whos name was
Squanto,a native of this place, who
had been in England and could speake better English then him
31. selfe. Being, after some time of
entertainmente and gifts, dismist, a while after he carne againe,
and 5. more with him, and they
brought againe all the tooles that were stolen away before, and
made way for the coming of their
great Sachem, called Massasoyt ; who, about 4. or 5. days after,
carne with the cheefe of his
freinds and other attendance, with the aforesaid Squanto. With
whom, after frendly
entertainment, and some gifts given him, they made a peace
with him (which hath now continued
this 24. years)in these terms.136.
1. That neither he nor any of his, should injurie or doe hurte to
any of their peopl.137.
2. That if any of his did any hurte to any of theirs, he should
send the offender, that they might
punish him.138.
3. That if any thing were taken away from any of theirs, he
should cause it to be restored; and
they should doe the like to his.139.
4. If any did unjustly warr against him, they would aide him; if
any did warr against them, he
should aide them.140.
32. 5. He should send to his neighbours confederats, to certifie
them of this, that they might not
wrong them, but might be likewise comprised in the conditions
of peace.141.
6. That when ther mea carne to them, they should leave their
bows and arrows behind
them.142.
]First Thanksgiving 1621]
They begane now to gather in the small harvest they had, and to
fitte up their houses and
dwellings against winter, being all well recovered in health and
strenght, and had all things in
good plenty; for as some were thus imployed in affairs abroad,
others were excersised in fishing,
aboute codd, and bass, and other fish, of which they tooke good
store, of which every family had
their portion. All the sommer ther was no wante. And now
begane to come in store of foule, as
winter aproached, of which this place did abound when they
came first (but afterward decreased
by degrees). And besids water foule, ther was great store of
wild Turkies, of which they tooke
many, besids venison, etc. Besids they had aboute a peck a
33. meale a weeke to a person, or now
since harvest, Indean coree tb that proportion. Which made
many afterwards write so largly of
their plenty hear to their freinds in England, which were not
fained, but true reports.162.
http://www.mith2.umd.edu/eada/html/display.php?docs=bradfor
d_history.xml
William Bradford—“The Mayflower Compact 1620: Personal
Response Question”
My religious beliefs would give me the chances that the
pilgrims took to cross the Atlantic Ocean since the beliefs are
based on faith that is so unrelenting. According to Bradford
pilgrims trusted in their faith and they knew that crossing the
Atlantic Ocean was dangerous but they could not give up due to
their strong faith and so do I.
Reference
Perkins, George, and Barbara Perkins, eds. The American
Tradition in Literature. 12th ed. Boston: McGraw-Hill, 2009.
Vol. I
PURITAN BACKGROUND
Puritans—Puritans sought to reform the Anglican Church from
34. within. They were
prosperous, with a university-educated man for every thirty
families.
Pilgrims—Pilgrims were Separatists who withdrew from the
"corrupt" state church.
They were poor and in general less educated.
Chief Points of Puritan Theology
Absolute sovereignty of God
Predestination—An omniscient Deity decides who will be
saved.
Providence—God directly intervenes in the world. Example:
God caused mice to
eat the Anglican prayer book but not the New Testament.
Natural depravity—Since Adam's fall, all human beings are
born in sin and
deserve damnation.
Election—Through God's mercy a few are saved, but by grace
alone, not through
their own efforts.
Evil is inner—Human beings need to reform themselves rather
than be reformed
35. by institutions.
Perseverance of the saints—One must live as if one is among
the elect.
Covenant-agreement between God and humanity that God will
save the righteous
John Smith
Be sure to read the introductions to each assigned author in the
book.
John Smith wrote the first book in English in the New World.
He established the first
permanent English Settlement (Jamestown in 1607, named for
King James I), but it was not the
first permanent European settlement. St. Augustine, settled by
the Spanish, was the first
permanent European settlement. The English had a settlement at
Roanoke, which is called the
Lost Colony because the men abandoned it in the late 1580s.
Smith and his companions (all men with no families) endured
harsh conditions. Many of
them listed their occupations as "gentlemen.” In just a few
36. months, their number diminished
from 100 to 38.
They were able to survive partly because of the help they
received from the Native
Americans. Powhatan, the Chief, provided assistance. His
daughter Pocahontas is associated
with John Smith mostly through the story he wrote describing
her saving his life. This story is
considered to be a myth by most historians. There may have
been a ceremony where she
symbolically kept him from having his brains bashed out, but
the actual fact of his being in
danger is doubted.
If you know John Smith/Pocahontas from the Disney movie,
you do not have a clear
picture of the two. He was a man in his late twenties when she
was a child of twelve or so.
Check the syllabus—John Smith wrote to Queen Anne, wife of
James I, when
Pocahontas visited England. He describes the "incident" in this
letter. Smith gives some
biographical information about her, including her marriage to
tobacco farmer John Rolfe. She
37. and Rolfe had a son, Thomas. Pocahontas became ill during the
trip to London and died there at
the young age of twenty-two. John Rolfe returned to Virginia.
Their son Thomas later returned to
Virginia as well.
The colony at Jamestown was founded for materialistic
reasons. The colonists were
trying to make their fortune. Smith wrote about Virginia in
glowing terms because he was trying
to find financial backers to continue the settlement effort. He
was burned in a fire and returned to
English not long after arriving, never coming back to Virginia.
Eventually Powhatan and the other Native Americans realized
that more ships were
going to continue to arrive with these Europeans who would
want more and more land. There
was frequent fighting. Pocahontas was captured and kept for
several years by the colonists.
Ultimately, there were too many colonists and too few Native
Americans.
Because of the climate, tobacco became a major crop. Tobacco
needed field hands to
harvest the crop. The first "slaves" to come to the New World
were indentured servants from
38. Africa. They would work for a period of years, often for seven
years, after which they would be
free. Some were poor whites who saw an opportunity. However,
it did not take long for the
European colonists to realize it was more "economical" to
import human beings from Africa to
be enslaved for life. The slave trade was established early in the
European settlement of the New
World with Jamestown bringing in the first ship of Africans in
1619, one year before the
Mayflower landed in New England.
John Smith's 1616 Letter to Queen Anne of Great Britain:
Most admired Queen,
The love I bear my God, my King and country, hath so oft
emboldened me in the worst of
extreme dangers, that now honesty doth constrain me to
presume thus far beyond myself,
to present your Majesty this short discourse: if ingratitude be a
deadly poison to all honest
39. virtues, I must be guilty of that crime if I should omit any
means to be thankful.
So it is, that some ten years ago being in Virginia, and taken
prisoner by the power of
Powhatan their chief King, I received from this great Salvage
exceeding great courtesy,
especially from his son Nantaquaus, the most manliest,
comeliest, boldest spirit, I ever saw
in a Salvage, and his sister Pocahontas, the Kings most dear and
well-beloved daughter,
being but a child of twelve or thirteen years of age, whose
compassionate pitiful heart, of
my desperate estate, gave me much cause to respect her: I being
the first Christian this
proud King and his grim attendants ever saw: and thus
enthralled in their barbarous power,
I cannot say I felt the least occasion of want that was in the
power of those my mortal foes
to prevent, notwithstanding all their threats. After some six
weeks fatting amongst those
Salvage courtiers, at the minute of my execution, she hazarded
the beating out of her own
brains to save mine; and not only that, but so prevailed with her
father, that I was safely
40. conducted to Jamestown: where I found about eight and thirty
miserable poor and sick
creatures, to keep possession of all those large territories of
Virginia; such was the
weakness of this poor commonwealth, as had the salvages not
fed us, we directly had
starved. And this relief, most gracious Queen, was commonly
brought us by this Lady
Pocahontas.
Notwithstanding all these passages, when inconstant fortune
turned our peace to war, this
tender virgin would still not spare to dare to visit us, and by her
our jars have been oft
appeased, and our wants still supplied; were it the policy of her
father thus to employ her,
or the ordinance of God thus to make her his instrument, or her
extraordinary affection to
our nation, I know not: but of this I am sure; when her father
with the utmost of his policy
and power, sought to surprise me, having but eighteen with me,
the dark night could not
affright her from coming through the irksome woods, and with
watered eyes gave me
intelligence, with her best advice to escape his fury; which had
41. he known, he had surely
slain her.
Jamestown with her wild train she as freely frequented, as her
fathers habitation; and
during the time of two or three years, she next under God, was
still the instrument to
preserve this colony from death, famine and utter confusion;
which if in those times, had
once been dissolved, Virginia might have lain as it was at our
first arrival to this day.
Since then, this business having been turned and varied by many
accidents from that I left
it at: it is most certain, after a long and troublesome war after
my departure, betwixt her
father and our colony; all which time she was not heard of.
About two years after she herself was taken prisoner, being so
detained near two years
longer, the colony by that means was relieved, peace concluded;
and at last rejecting her
barbarous condition, she was married to an English Gentleman,
with whom at this present
she is in England; the first Christian ever of that Nation, the
first Virginian ever spoke
English, or had a child in marriage by an Englishman: a matter
surely, if my meaning be
42. truly considered and well understood, worthy a Princes
understanding.
Thus, most gracious Lady, I have related to your Majesty, what
at your best leisure our
approved Histories will account you at large, and done in the
time of your Majesty's life; and
however this might be presented you from a more worthy pen, it
cannot from a more
honest heart, as yet I never begged anything of the state, or any:
and it is my want of
ability and her exceeding desert; your birth, means, and
authority; her birth, virtue, want
and simplicity, doth make me thus bold, humbly to beseech your
Majesty to take this
knowledge of her, though it be from one so unworthy to be the
reporter, as myself, her
husbands estate not being able to make her fit to attend your
Majesty. The most and least I
can do, is to tell you this, because none so oft hath tried it as
myself, and the rather being
of so great a spirit, however her stature: if she should not be
well received, seeing this
43. Kingdom may rightly have a Kingdom by her means; her present
love to us and Christianity
might turn to such scorn and fury, as to divert all this good to
the worst of evil; whereas
finding so great a Queen should do her some honor more than
she can imagine, for being so
kind to your servants and subjects, would so ravish her with
content, as endear her dearest
blood to effect that, your Majesty and all the Kings honest
subjects most earnestly desire.
And so I humbly kiss your gracious hands,
Captain John Smith, 1616
http://www.digitalhistory.uh.edu/learning_history/pocohontas/p
ocahontas_smith_letter.cfm
John Smith's 1616 Letter to Queen Anne of Great Britain:
Most admired Queen,
The love I bear my God, my King and country, hath so oft
emboldened me in the worst of
extreme dangers, that now honesty doth constrain me to
presume thus far beyond myself,
44. to present your Majesty this short discourse: if ingratitude be a
deadly poison to all honest
virtues, I must be guilty of that crime if I should omit any
means to be thankful.
So it is, that some ten years ago being in Virginia, and taken
prisoner by the power of
Powhatan their chief King, I received from this great Salvage
exceeding great courtesy,
especially from his son Nantaquaus, the most manliest,
comeliest, boldest spirit, I ever saw
in a Salvage, and his sister Pocahontas, the Kings most dear and
well-beloved daughter,
being but a child of twelve or thirteen years of age, whose
compassionate pitiful heart, of
my desperate estate, gave me much cause to respect her: I being
the first Christian this
proud King and his grim attendants ever saw: and thus
enthralled in their barbarous power,
I cannot say I felt the least occasion of want that was in the
power of those my mortal foes
to prevent, notwithstanding all their threats. After some six
weeks fatting amongst those
Salvage courtiers, at the minute of my execution, she hazarded
the beating out of her own
45. brains to save mine; and not only that, but so prevailed with her
father, that I was safely
conducted to Jamestown: where I found about eight and thirty
miserable poor and sick
creatures, to keep possession of all those large territories of
Virginia; such was the
weakness of this poor commonwealth, as had the salvages not
fed us, we directly had
starved. And this relief, most gracious Queen, was commonly
brought us by this Lady
Pocahontas.
Notwithstanding all these passages, when inconstant fortune
turned our peace to war, this
tender virgin would still not spare to dare to visit us, and by her
our jars have been oft
appeased, and our wants still supplied; were it the policy of her
father thus to employ her,
or the ordinance of God thus to make her his instrument, or her
extraordinary affection to
our nation, I know not: but of this I am sure; when her father
with the utmost of his policy
and power, sought to surprise me, having but eighteen with me,
the dark night could not
affright her from coming through the irksome woods, and with
watered eyes gave me
46. intelligence, with her best advice to escape his fury; which had
he known, he had surely
slain her.
Jamestown with her wild train she as freely frequented, as her
fathers habitation; and
during the time of two or three years, she next under God, was
still the instrument to
preserve this colony from death, famine and utter confusion;
which if in those times, had
once been dissolved, Virginia might have lain as it was at our
first arrival to this day.
Since then, this business having been turned and varied by many
accidents from that I left
it at: it is most certain, after a long and troublesome war after
my departure, betwixt her
father and our colony; all which time she was not heard of.
About two years after she herself was taken prisoner, being so
detained near two years
longer, the colony by that means was relieved, peace concluded;
and at last rejecting her
barbarous condition, she was married to an English Gentleman,
with whom at this present
she is in England; the first Christian ever of that Nation, the
first Virginian ever spoke
47. English, or had a child in marriage by an Englishman: a matter
surely, if my meaning be
truly considered and well understood, worthy a Princes
understanding.
Thus, most gracious Lady, I have related to your Majesty, what
at your best leisure our
approved Histories will account you at large, and done in the
time of your Majesty's life; and
however this might be presented you from a more worthy pen, it
cannot from a more
honest heart, as yet I never begged anything of the state, or any:
and it is my want of
ability and her exceeding desert; your birth, means, and
authority; her birth, virtue, want
and simplicity, doth make me thus bold, humbly to beseech your
Majesty to take this
knowledge of her, though it be from one so unworthy to be the
reporter, as myself, her
husbands estate not being able to make her fit to attend your
Majesty. The most and least I
can do, is to tell you this, because none so oft hath tried it as
myself, and the rather being
of so great a spirit, however her stature: if she should not be
48. well received, seeing this
Kingdom may rightly have a Kingdom by her means; her present
love to us and Christianity
might turn to such scorn and fury, as to divert all this good to
the worst of evil; whereas
finding so great a Queen should do her some honor more than
she can imagine, for being so
kind to your servants and subjects, would so ravish her with
content, as endear her dearest
blood to effect that, your Majesty and all the Kings honest
subjects most earnestly desire.
And so I humbly kiss your gracious hands,
Captain John Smith, 1616
http://www.digitalhistory.uh.edu/learning_history/pocohontas/p
ocahontas_smith_letter.cfm